Premium
Integrating phase‐contrast and fluorescent microscopy into the biology curriculum
Author(s) -
McClung J. Keith,
Ventullo Roy M.
Publication year - 2006
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.20.5.a976-e
Subject(s) - phase contrast microscopy , curriculum , fluorescence microscope , virtual microscopy , microscopy , medical education , fluorescence , psychology , pathology , optics , medicine , physics , pedagogy
Phase and fluorescent microscopy has become an incredibly useful tool for the life sciences. However, no direct training was in the curriculum for the undergraduate students at Wartburg College. Therefore, the objectives of this study were to :1) integrate fluorescent and phase‐contrast microscopy into laboratory exercises at all levels of the Biology curriculum and 2) enhance student access to instrumentation and their ability to use microscopic techniques in student research projects. To accomplish these objectives, four Olympus BX41microscopes with phase‐contrast, fluorescence, and image capture equipment and software were purchased and integrated into the biology curriculum. In addition, a virtual phase and fluorescent microscopy website was developed for student learning prior to physical access to the microscopes ( www.wartburg.edu/biology/fluorescentmicro ). Students were introduced to the use of fluorescent and phase‐contrast microscopy in Biology I (an introductory course for the biology majors), Microbiology, Cell Biology, and Student Research. Assessment tools included a pre‐ and post‐test on microscopy, and students’ posters and manuscripts. The results from the tests showed that general handling of a microscope did not improve over previous training; however, phase‐contrast and fluorescence skills significantly increased in all three courses. The quality and quantity of posters and manuscripts using fluorescent techniques increased as well. Funding was provided by a National Science Foundation CCLI grant #0126326 and Wartburg College.